Restorative Practice

KingsWay School provides an environment conducive to the spiritual growth and development of young people. A standard of conduct based on Biblical imperatives and principles is necessary to provide such an environment. A sense of the need for spiritual growth in the light of these principles has led KingsWay School to adopt the following standards which we believe are conducive to the environment that will best promote the spiritual welfare of the student. The school, therefore, requests that each student:

1. Treats staff and students and school property with respect at all times.

Students are expected to abide by these standards throughout their time at KingsWay school.

KingsWay School promotes all students’ social and emotional competence. The Restorative Practice Model is used throughout KingsWay School to resolve all conflict whether it be between adults or students. Restorative Practice is an intentional strategy aimed at restoring and rebuilding relationships damaged through any conflict. This practice can be used in diverse contexts including education, counselling, criminal justice, social work and organisational management.In the education context, restorative practice encourages an engaged, collaborative approach to conflict resolution as opposed to traditional punitive, authoritarian or paternalistic modes.

The Restorative Practise approach is introduced to the students through the Young Peace Maker Program which teaches the students how to resolve personal conflicts in a biblically faithful manner and how to enjoy the freedom of restored relationships.

The following are examples of questions which may be used to encourage self-reflection, to identify issues contributing to the situation and possible solutions.

Restorative questions for when things go wrong:

What happened?

What were you thinking of at the time?

What have you thought about since?

Who has been affected by what you have done? In what way?

What do you think you need to do to make things right?

Restorative questions for when someone has been hurt:

What do you think happened when you realised what had happened?

What impact has this incident had on you and others?

What has been the hardest think for you?

What do you think needs to happen to make things right?

Restorative Practice promotes the repair of relationships through forgiveness, which is foundational to the Christian faith.

Consequences

At every point of implementing consequences, students will be given an opportunity for changed behaviour, good choices and to be involved in a restorative practice conversation to establish their role in the incident. Staff employ ‘Restorative Practice’ techniques in conflict resolution with the purpose of fostering healthy and strong relationships. Restorative Practice does not eliminate the need for consequences but aims to restore relationships.

Level One

A formal verbal warning is given to the student citing the inappropriate behaviour and then recorded by the staff member. The method of recording will vary with each staff member. The student is encouraged to make a good choice about their behaviour. Example ‘Graeme, what kind of voice have you been taught to use in the studio? What were you doing? What should you have been doing? What will you do in future?’

Level Two

If inappropriate behaviour persists or deteriorates, the student’s name is recorded as Level Two. The student is reminded about what behaviour is expected and encouraged to make a better choice. A student at Level Two is required to spend time with a Team Leader away from the rest of the cohort and to have a discussion about behaviour with the Team Leader.

Level Three

The student is removed from their learning cohort, has ‘time-out’ in another area of the studio, completes a reflection sheet and talks with the Studio Head about how to improve their behaviour and the consequences of not doing so. The student also completes a sheet which goes home to the parents to be signed and returned to the Head of Studio. The student then returns to their regular home-base area and explains to their teacher why their behaviour was inappropriate.

Level Four

If students do not improve their behaviour and require further reminders and warnings they will be advanced a step. They then complete another reflection sheet and have time with the Head of Primary. They will be removed from their learning cohort. Parents are notified by phone or email and a face to face meeting will take place.

Level Five

If student behaviour does not improve and requires further reminders and warnings they will be advanced to Level Five. This will involve a meeting with the Associate Principal. The parents will also be involved. The consequences of Level Five behaviour can be very serious and may result in a stand down from school for a period of time.

Serious Incidents

Incidents involving students being physically or emotionally harmed are considered to be very serious and consequences will be addressed as a matter of urgency.

Anti-bully Procedures

Identifying and eliminating bullying behaviour is one way of promoting a healthy school community.

“What is your approach to bullying behaviour?”

This is a commonly asked question in the context of schools. KingsWay has a plain and simple response: ‘A zero tolerance approach’, because bullying behaviour is not considered a natural part of healthy developing relationships in any context within the school community.

"How do you deal with bullying behaviour?"

KingsWay promotes the genuine identification and reporting of bullying behaviour and is proactive in dealing with any students who display bullying behaviour. Parents of a perpetrator or victim will be contacted and involved in the discipline procedure of any bullying issues.

Understanding Bullying Behaviour Better

A definition for adults

Bullying:

Is repeated, unjustified behaviour

May be physical, verbal and/or psychological

Is intended to cause fear, distress or harm to another

Is conducted by a more powerful individual or group

Is against a less powerful individual who is unable to effectively resist.

A definition for students

Bullying is:

When unpleasant or mean things happen again and again to someone and it is hard for the student being bullied to stop these things from happening

Being ignored, left out on purpose, or not allowed to join in

Being made fun of and teased in a mean and hurtful way

Having lies or nasty stories being told about someone to make other students not like them

Being made afraid of getting hurt

Staring or giving someone mean looks or gestures

Forcing someone to do things they don’t want to

Being hit, kicked or pushed around

NB: It is the repeated nature of the offense carried out by the same individual or group that defines the behaviour as bullying.While fighting between two students of equal power is of concern, it is not bullying. It is the presence of a power imbalance that distinguishes bullying from fighting, conflict, violence and disagreement.Techniques for ‘dealing’ with bullying behaviour are as varied as bullying behaviour itself. Bullying behaviour once reported or observed will not be ignored but will be managed on a case-by-case basis.One of the best techniques for gaining a better understanding of your student and the quality and state of his or her relationships is by promoting regular and open conversation about what happens during their day at school.